| Unit name | Transdisciplinary Group Project 4: Building a Demonstrator |
|---|---|
| Unit code | INOVM0003 |
| Credit points | 40 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 4 (weeks 1-24) |
| Unit director | Dr. Balis |
| Open unit status | Not open |
| Pre-requisites |
Transdisciplinary Group Project 1: Being Human Design and Systems Thinking Transdisciplinary Group Project 3: Doing Something Completely New |
| Co-requisites |
In the Wild |
| School/department | Centre for Innovation |
| Faculty | Faculty of Arts |
The final Transdisciplinary Project acts as a focus for the accumulated knowledge skills and competences resulting from completing the previous units taught within the Centre for Innovation and Entrepreneurship. It creates a space for the students to hone and deepen their capabilities in creativity, design thinking, innovation and entrepreneurship, through applying those skills to a specific, significant challenge or problem.
Innovation and entrepreneurialism are practiced across a wide range of settings (corporate, social, government and policy etc) and sizes (from global corporates to one person, part time start-ups). Reflecting this and the wide range of discipline backgrounds and student interests on the course, this unit offers a high degree of freedom with respect to project topic. This allows students to spend a significant amount of time and effort building a demonstrator that adds value to a topic they are specifically interested in. The unit is designed to support the students as they follow a design thinking process to formulate and frame a problem and develop possible interventions to deliver value to stakeholders. In so doing they will need to consider and plan for the desirability, feasibility and viability of their venture. Students can either work together as a collaborative team, or as individuals.
The unit is designed to allow for different starting points, for different teams or individuals, by benchmarking what was implemented prior to starting the unit and assessing what contribution and value the student(s) have added during the unit. For example, some students may be starting this unit with a well-defined idea in need of development, others may be starting afresh.
On successful completion of this unit students should be able to:
1.Design and implement an appropriate user-centred research approach for developing, designing and planning an innovative venture creating value and desirability for stakeholders
2. Demonstrate their ability to organise and curate appropriate data, evidence and insight to present an engaging case for their venture in a format appropriate to their project stakeholders.
3. Identify,analyse and develop appropriate responses to contextual factors, including market, competitor, customer and commercial information, to develop and propose a viable and feasible business model for their venture.
4. Document, curate and critique the research and design process conducted, from initial project inception and throughout the entire development of their venture.
5. Describe and discuss future scenarios, directions and developments for their venture, including threats and opportunities.
The project is intended to promote self-directed and collaborative learning, under guidance of an academic supervisor(s). Supervisors will be assigned to groups/students based on staff expertise and area of interest. The students will be guided and supported along with ‘check points’ to monitor progress in accordance with the ILOs. Regular ‘master-classes’ will be scheduled from staff and expert guests.
100% coursework (10% Project Proposal, 90% Project Submission)
A project report, pitch and viva-style presentation (in a form agreed with the supervisor/unit director) will constitute the underpinning assessment for the unit. Criteria for assessment will include (but are not limited to) the amount of contribution and added value (i.e. what was done beyond what existed already); the depth and rigour of implementation and understanding of the topic. In undertaking the project the students need to demonstrate their understanding of the demands and expertise needed take an idea from inception to development of their venture. If the students have chosen to work as a team then peer assessment will form part of the marking scheme in line with each student’s contribution to the project and the size of their group.
The required reading will be dependent upon the project chosen
